BERGAMO
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to introduce students to the knowledge and in-depth study of the main explanatory models of psychological development, understood as a complex and multidimensional process that spans the entire life cycle. The course intends to provide basic epistemological knowledge and methodological tools to understand the main developmental processes within the individual (motor, perceptual, cognitive, emotional, relational, and moral development) and to encourage reflection on how the individual and the environment interact in shaping developmental trajectories and learning performance.
By the end of the course, students are expected to have acquired a solid foundational understanding of the main topics in developmental psychology and enhanced their ability to analyze and reinterpret the assigned texts.
Course Prerequisites
No specific prerequisites are required.
Teaching Methods
Teaching will primarily be delivered through lectures and interactive activities, in order to provide an appropriate framework of the theoretical and conceptual foundations of the discipline. Particular attention will also be given to discussion and direct dialogue with students, who will be able to propose topics for further exploration or debate during the lessons.
Assessment Methods
The exam includes a written test (duration: 75 minutes).
The written test consists of 3 open-ended questions designed to assess the student's ability for critical thinking and elaboration.
The scoring of the written test is based on the following criteria:
Each of the 3 open-ended questions is assigned a score from 0 to 10 points, according to the following parameters:
a) the relevance and accuracy of the answer with respect to the question;
b) logical coherence in the exposition;
c) appropriateness of language.
The maximum total score for the written test is 30/30 (plus possible honors).
In special cases, and only if deemed appropriate by the Professor, the exam may include an oral supplement. The oral supplement cannot be requested by students.
Contents
The development of psychological and physical dimensions will be addressed in light of the main theoretical models and their potential practical implications within the school context.
In particular, the following aspects will be covered: physical-motor, emotional, affective, cognitive, communicative-linguistic, social, and moral development across the following age groups:
Infancy (0–2 years):
- Prenatal period and development of the nervous system
- Sensory and behavioral capacities of the newborn
- Cognitive development in infancy (introduction to Piaget’s theory, development of play and imitation, Human Information Processing – HIP – approach)
- Language development: preverbal and verbal communication, phonological and morphosyntactic development
- Emotional development: development of the self and self-awareness, theories of emotional development, emergence of basic emotions and development of social emotions, emotion regulation, empathy, individual differences and temperament
- Social development: main theories of social relationships, J. Bowlby’s attachment theory, the Strange Situation and attachment styles, Internal Working Models (IWMs), early social play
Early Childhood (2–6 years):
- Development of symbolic play and drawing, preoperational stage (Piaget), naive theories of reality
- Self-concept, understanding of emotions and self-conscious emotions, emotions and morality
- Moral behavior, moral disengagement, obedience, self-control; Piaget’s theory of moral judgment; lying, altruism, and prosocial behavior
- Social understanding: Theory of Mind (ToM), ecological systems theory and the role of the family
- Social roles, peer group (critical review of Zimbardo and Milgram's experiments), peer relationships, play and development, gender-typing theories
Middle Childhood (6–11 years):
- Drawing (Luquet’s stages) and writing
- Concrete operational thinking (Piaget)
- Intersection between naive theories and school subjects, teaching techniques, teacher-student relationship, self-concept
- Dodge’s model of social competence; aggression, conflict, competition; bullying; friendship and group dynamics
- Parenting styles and their effects
Adolescence:
- Characteristics of puberty and resulting physical and psychological changes
- Formal operational stage (Piaget)
- Moral development (Kohlberg)
- Relationships with peers and parents
- Adolescent groups, conformity, romantic relationships, delinquency and deviance
- Identity development: Erikson’s stages, identity formation (Marcia)
Additionally, the course will address learning and its impact on teaching techniques based on the major historical theoretical approaches (e.g., reference to Vygotsky). A specific focus will also be given to the topic of self-regulation.
Online Resources
More information
1) All of the above applies to both attending and non-attending students;
2) Students with an Individualized Education Plan (IEP) or Personalized Learning Plan (PLP) are invited to contact the instructor via email, sending all relevant documentation (PLP/IEP) and clearly specifying the requested compensatory/dispensatory measures. This contact must occur no later than 15 days before the exam date. The instructor may request a meeting to jointly evaluate the most appropriate exam arrangements;
3) If the course is delivered in hybrid or remote mode, modifications may be introduced to the syllabus to ensure accessibility of the course and exams under these modalities;
4) Erasmus students may arrange with the instructor, by contacting them well in advance via email, to take the exam orally and in English;
5) A Moodle page for the course will be activated to upload materials and send communications to enrolled students.